Archive Grade 1 All About

Grade 1
Mary Ellen Romero
Andy Martinez
2010/2011

Archive Unit 2 Reading Small Moments
Unit 4 All About Objectives.xls

1st Grade How to Unit Plan.doc


Grade 1 Anchor paper2 unit 4.pdf
Grade 1 NonFiction_LP_1st_Grade.doc
Grade 1 Unit4Plan_FirstGrade_Writing.doc
Grade 1.pdf
Grade 1anchor paper 1unit 4.pdf
Grade 1anchor paper 3unit4.pdf
Grade 1Unit 4 All About Objectives.xlsx
Unit 4: All About Books

Timeframe:
Unit Plan_1st_NonFiction.doc

Big Ideas
Explore differences between fiction and nonfiction. Use organizational structure, text features, and ge
• nre language to understand nonfiction and access information. Use comprehension strategies for nonfiction: background knowledg
• wondering, questioning, visualizing, and determini
ng importance. • Identify what they learn from reading nonfiction.
Nonfiction text features.

Lesson	Intended Learning
1	Utilize schema to predict what a book might be about. (Book with a beach on the front. What do you know about beaches? What information might be in this book?
2	Utilize schema to predict what a book might be about. (Book with a beach on the front. What do you know about beaches? What information might be in this book?
3	Utilize schema to predict what might be next in the book. (Continuation of lesson 2).
4	Use chapter headings/sections to see what you can learn about in a book.
5	Continue using features to help you see what is inside. (continued from 4)
6	Explore various formats of informational texts.
7	Exploring nonfiction. Tell what they learned from a nonfiction book.
8	Partner talk with sentence stems to comprehend nonfiction text: I learned that.. I remembered that...
9	Practice think-pair-share.
10	Schema, wondering, and questioning to understand nonfiction texts. Go over features to activate background knowledge.
11	Schema, wondering and questioning to understand nonfiction texts (same Joey book as lesson 10)
12	Responding: same book as 10, 11: They read and then write about what they learned.
13	Schema, wondering and questioning to understand nonfiction texts (Harbor Seal)
14	Schema, wondering and questioning to understand nonfiction texts (Harbor Seal) Trip to Zoo!
15	Responding via timeline: Harbor Seal (what did I learn?)
16	Visualize and make connections to understand nonfiction text
17	Exploring labeled diagrams
18	Describe what they are learning and wondering. (self monitor - stop and ask questions)
19	Describe what they are learning and wondering to build comprehension
20	Review what we have learned from informational texts and share with a partner (Could this be the ending lesson?)
21	Students stop and wonder (part VIII) to learn about nonfiction texts
22	Students stop and visualize to understand nonfiction texts (IX)
23	Respond: Write about things they have learned to stress the importance of gathering information when they read nonfiction texts
24	Exploring an index (consider teaching after lesson 19)

Essential Learning:

Possibilities:

Strategies: Wonderings, questioning, schema, visualizing
Text features (where it is, how do I use it) (labeling)

Using text features to wonder and ask questions

Proficiency:

Students will identify features (table of contents, timeline, diagram) of nonfiction texts and will be able to use these features to activate schema in order to generate wonderings and questions and will locate the answers in the text.

Assessment:

(simple) Label table of contents, timeline and diagram.
(complex) Activate schema: What do you know about _?
(complex) Generate a question or a wondering about the table of contents.
(complex) Find the answer(s).

Date	Step 1 Collect & Chart Data	Step 2 Analyze Strengths & Obstacles	Step 3 Establish Goals: Set, Review, Revise	Step 4 Select Instructional Strategies	Step 5 Determine Results Indicators	Next Steps
2/23						Generate and administer the post-assessment. Score and record results.
2/9			- Oral language workstation - generate oral language from phots -continue modeling how to generate a wondering	-mondo -second step -art teacher -avenues	-oral practice -written practice	-create a workstation -model language
2/2		Strenghts: Students are understanding the complex, if the answer is not available, they are able to confirm or deny it's availability. Using text features to generate a wondering. Obstacles: (Martinez) Not understanding timeline or diagram. (Both) several still not able to generate a wondering based on the TOC, T.L., or Diag.	Model specific language and processes during read aloud and shared read. Specific lessons: 15, 17, 20, 24			Assess # of students able to generate wondering based on the table of contents.
1/26		Strengths: Were able to identify the text features. Can activate schema. Obstacles: Students are reliant on pictures.	Andy: 2 to 13/21 Mary Ellen: 5 to 15/17			Focus on definition of proficiency: text feature to generate wonderings & questions and finding the answer. Bring evidence to our next meeting.
1/12		Obstacles: Students did not know "text features" (Can you show me three text features?) What do you know about dogs? What do you want to know about dogs?				Re-administer pre-assessment. Determine # of proficients and likely-to-be-proficients. Determine strategies and results indicators (data) for one lesson and bring to the next meeting.
12/15						We chose an essential learning, defined proficiency, and sketched the pre-test. Design the pre-test, administer and score for next steps.
12/8						We finished charting the intended learnings and will determine what is essential and the remainder of Step A for next time.
12/1						We charted intended learnings through lesson 6. Continue charting intended learnings.